Project Content(2003)

CUMMINS INDIA LIMITED

About The CompanyCUMMINS

Company Profile

Cummins Inc.Cummins Inc., a global power leader, is a corporation of complementary business units that design, Manufacture, distributes and service engines and related technologies, including fuel systems, controls, air handling, filtration, emission solutions and electrical power generation systems. Headquartered in Columbus, Indiana (USA), Cummins serves customers in more than 160 countries through its network of 550 company-owned and independent distributor facilities and more than 5,000 dealer locations.Cummins reported net income of $715 million on sales of $11.4 billion in 2006.Cummins is a global power leader that designs, manufactures, sells and services diesel engines and related technology around the world. Cummins serves its customers through its network of 550 company owned and independent distributor facilities and more than 5,000 dealer locations in over 160 countries and territories.

Company name: Cummins Inc. Corporate Headquarters: Columbus, Indiana Stock Symbol: CMI (traded on NYSE)Founded: 1919Global Headquarters: Cummins Inc., Columbus, U.S.A.

Cummins Inc. is organized into four distinct but complementary business units.

Cummins Engine Business manufactures and markets a complete line of diesel and natural gas powered engines for on-highway and off-highway use. Its markets include heavy-and medium-duty truck, bus, recreational vehicle (RV), light-duty automotive and a number of industrial uses including agricultural, construction, mining marine, oil and gas and military equipment. Cummins Engine Business also provides a full range of new parts and services and remanufactured parts and engines through an extensive distribution network. Cummins engines range in size from 31 to 3,500 horsepower and from 1.4 liters to 91 liters.

Cummins Power Generation Business is a global provider of power generation systems, components and services in standby power, distributed power generation, as well as auxiliary power in mobile applications to meet the needs of a diversified customer base. Cummins Power Generation also provides a full range of services and solutions, including long-term operation and maintenance contracts and turn key and temporary power solutions.

PRAGYA SINGH0812270404SESSION-2008-10

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Cummins Power Generation products include diesel and alternative-fueled electrical generator sets form 2.5 to 2,700 kW, alternators from 0.6 KVA to 30,000 KVA, transfer switches from 40 amps to 3,000 amps, paralleling switchgear and generator set controls.

Components Business segment consists of four businesses: Cummins Filtration, Cummins Turbo Technologies, Cummins Emission Solutions and Cummins Fuel Systems. Cummins Filtration designs, manufactures and distributes heavy-duty air, fuel, hydraulic and lube filtration, chemicals and exhaust system technology products for diesel and gas-powered equipment.Cummins Turbo Technologies designs and manufactures turbochargers and related products, on a global scale, for diesel engines above 3 liters.Cummins Emission Solutions develops and supplies catalytic exhaust systems and related products to the medium-and heavy-duty commercial diesel engine markets. The exhaust systems include packaging of catalytic exhaust systems, engineered after treatment components and system integration services for engine manufacturers.Cummins Fuel Systems designs, develops and manufactures new fuel systems and remanufactures electronic control modules in the United States. In Mexico, it remanufactures Cummins fuel systems and others. This business services engines ranging from 9 to 78 liters.

Cummins Distribution Business drives a comprehensive global distribution strategy and channel management. Capitalizing on synergies in parts and services, this business helps Cummins by providing outstanding support to our customers, while growing a less cyclical and less capital intensive businessThe business consists of 17 Company-owned distributors and 10 joint ventures, covering 90 countries and territories through 233 locations. Through this network, trained personnel sell and distribute Cummins-branded products, related services and broader solutions such as maintenance contracts, engineering services and customized integrated products.

OUR VISION

“Making people's lives better by unleashing the Power of Cummins.”

That simple, yet ambitious, statement serves as the guiding vision for Cummins and its employees across the globe.The Company takes pride in manufacturing engines, generators, filters and related products that serve the varied needs of its customers worldwide. To do that, Cummins unleashes the power of its employees:Their energy and commitment make it possible for the Company to maintain a leadership position in the markets it serves.


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Cummins also recognizes that with its role as a corporate leader comes a responsibility to help improve the communities in which employees work and live. It is a responsibility the Company brings to life through its actions and the activities of its employees.

OUR MISSION

Motivating people to act like owners working together.Exceeding customer expectations by always being first to market with the best productsPartnering with our customers to make sure that they succeed.Demanding that everything we do leads to a cleaner, healthier, safer environment.Creating wealth for all stakeholders.

OUR VALUES

Integrity Strive to do what is right and do what we say we will do.Innovation Apply the creative ingenuity necessary to make us better, faster, first.Delivering Superior Results Exceed expectations, consistently.Corporate Responsibility Serve and improve the communities in which we live.Diversity Embrace the diverse perspectives of all people and honor with both dignity and respect.Global Involvement seek a world view and act without boundaries

WHO WE ARE – CUMMINS PERSONALITY

Decisive - Willing to take reasonable risk and act in a timely way, willing to make mistakes in the active pursuit of excellence. We demonstrate a bias for action and responsiveness, taking the initiative to solve problems and pursue improvements Driven to win - Positive, can do attitude, not willing to give up; do whatever it takes within the bounds of our values. We demonstrate willingness to work as a team and win as a team and continuously strive to improve.

Agile - Quick, flexible, willing to change. We demonstrate flexibility, willingness to try new approaches, doing whatever it takes to get the job done right.

Passionate - Love what we do, excitement. We demonstrate enthusiasm, energy, working as an expression of who we are and our commitment to excellence


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Caring, selfless, committed to others (fellow employees, customers) and their success. We demonstrate sincere concern for our customers, our co-workers, our partners and suppliers, investors, and our communities.

CUMMINS IN INDIA


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In India since 1962 9 companies (4 JVs) Close to 13,000

employees $1.6B unconsolidated

sales


KNOW THE CUMMINS INDIA AREA BUSINESS ORGANIZATION (ABO)


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VALVOLINE CUMMINS- NEW DELHI

CUMMINS TURBO TECHNOLOGIES-DEWAS

GENERATORS CUMMINS EXHAUST- DAMAN

CUMMINS INDIS LIMITED KPIT CUMMINS CUMMINS BUSINESS SERVICES INTL. PURCHASING OFFICE FLEETGUARD FILTERS CUMMINS RESEARCH & YECHNOLOGY INDIA CUMMINS GENERATOR TECHNOLOGIES - PUNE

TATA CUMMINS FLEETGUARD FILTERS- JAMSHEDPUR

CUMMINS GENERATOR TECHNOLIGIES- AHMEDNAGAR

FLEETGUARD FILTERS-HOSUR


CUMMINS INDIA ABO LEADERSHIP TEAM: BUSINESS LEADERS

Anant J. Taulicar

Vice President & Managing Director, Cummins India Area Business Organization; Chairman & Managing Director, Cummins India Limited and Managing Director, Tata Cummins Ltd.

Vikram Jaisinghani- Industrial Business

Arun Ramachandran- Automotive Business

Beau Lintereur- Power Generation Business

Sandeep Sinha- Parts & Service Manufacturing India

Amit Kumar- Distribution Business

Sandeep Chaudhary- Tata Cummins Operations

Nitin Mantri- Cummins Turbo Techonologies

Pradeep Bhargava-Cummins Generator Business

Ravi Pandit- KPIT Business

Sadashiv Pandit-Fleetguard Filters Pvt. Ltd.

Naveen Gupta- Valvoline Cummins Ltd.


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BUSINESS UNIT OF CUMMINS INDIA Ltd.- IEBU & RT&E

Vikram Jaisinghani- V.P- IEBU(Entity Head)

Dilip Modak- Sr. GM- Assembly & Testing

Sukanta Pandey- Sr. GM- Materials

Satish Mulay- Sr. GM- Human Resources

Sameer Gosavi- Sr. GM-Sales & Marketing

Anil Gersappa- Sr. GM- Sourcing

INDUSTRIAL ENGINE BUSINESS UNIT (IEBU):

MANUFACTURING:

IEBU has three manufacturing facilities:

1. PLANT 1, KothrudIt is the oldest and largest manufacturing facility which caters to the manufacturing of a wide range of engines including the High Horsepower range such as KV. Apart from assembly and test facilities, Kothrud plant also produces quite a lot of machined components such as cylinder blocks, Cylinder heads, Connecting rods, Camshafts, Flywheels, Gear Covers, Fuel Systems etc.

2. PLANT 2, VimanagarIt assembles and test C series engines.

3. PLANT 3, LonikandDoes uplift work of B series engines whish are sourced from TCL Jamshedpur.


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SALES & MARKETING

IEBU has two sales and marketing units:

1. Industrial Business Unit:IBU consist of marketing segments such as Compressor, Construction, Pumps, Rail, Marine, Mining, Defence, Oil and Gas

2. International Sales (exports):It handles exports of engines and spares to overseas customers such as Cummins Inc. and others in USA, UK, Singapore, and Korea etc.

The other IEBU departments are Product quality, manufacturing support and continuous improvement(MS&CI), Materials, Sourcing, Customer Quality, Six Sigma, Finance and Human Resources. IEBU contributes significantly to India ABO performance on six sigma, ACE II and numerous other initiatives.

IEBU strives to achieve a “Zero Defect culture” in every initiative it pursues. IEBU has been

successful in delivering superior results consistently thereby sending across the message:” I am Cummins. U can depend on me.”


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MILESTONE SET BY CUMMINS

2000 CDS&S wins Rajiv Gandhi National Quality Award -1998 for service excellence

1998 Introduction of Quantum series engines.

1997 Production crosses 10,000 engines per year.ISO 9001 Certification revalidated.Kirloskar Cummins Limited becomes Cummins India Limited

1996 Aluminium Foundry started at Pune.

1995 Annual Exports cross the Rs. 100 Crores mark.

1994 ISO-9001 Recertification. EEPC Top Exporter Award for the 5th consecutive year.

1993 Rajiv Gandhi National Quality Award "Best Among the Winners", 1991-92.

1991 ISO-9001 Certification from BVQI UK / Holland.

1989 EEPC top Exporter Award – Diesel Engines and Spares category.

1987 Becomes the single global source for Cummins V28 engines.

1986 50,000th engine manufactured.

1983 Development foundry – Plant II started functioning.

1980 Engine plant approved for Self Certification by Lloyd’s Register of Shipping.

1979 Introduction of ‘K’ engines.

1975 10,000th engine dispatched at the hands of Mr. J I Miller (Chairman of the Board,


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Cummins)

1972 Introduction of ‘V’ engines.

1964 First 11 engines produced for Industrial / Mining applications.

INTRODUCTION

When organization has invested in some training, how do we know if it has a success? Our gut feeling might be that skills and practice have improved. But in what ways and by how much has it improved, and did organization get value of money? Answer of these questions can be given by doing evaluation.

The evaluation of training forms the remaining part of the training cycle which starts with the identification of training needs, establishing objectives and continues through to the design and delivery of the training course itself.

It is the function of evaluation to assess whether the learning objectives originally identified have been satisfied and any deficiency rectified. Evaluation is the analysis and comparison of actual progress versus prior plans, oriented toward improving plans for future implementation. It is part of a continuing management process consisting of planning, implementation and evaluation; ideally with each following the other in a continuous cycle until successful completion of the activity. Evaluation process must start before training has begun and continue throughout the whole learning process.

Functions of evaluation: There are basically two functions of evaluation

• Qualitative evaluations are an assessment process how well did us do?

• Quantitative evaluation is an assessment process that answers the question How much did we do?


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Principles of Training Evaluation:

• Training need should be identified and reviewed concurrently with the business and personal development plan process.

• There should be correlation to the needs of the business and the individual.

• Organizational, group and individual level training need should be identified and evaluated.

• Techniques of evaluation should be appropriate.

• The evaluation function should be in place before the training takes place.

• The outcome of evaluation should be used to inform the business and training process.

WHAT DOES EVALUATION DO?

Look at the results of your investment of time expertise, & energy, and compare those results with what you said you wanted to achieve.

Why Evaluation of Training:

Training cost can be significant in any business. Most organizations are prepared to incur these cost because they expect that their business to benefit from employees development and progress. Whether business has benefited can be assessed by evaluation training.

There are basically four parties involved in evaluating the result of any training. Trainer, Trainee, Training and Development department and Line Manager.

• The Trainee wants to confirm that the course has met personal expectations and satisfied


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any learning objectives set by the T & D department at the beginning of the program me.

• The Trainer concern is to ensure that the training that has been provided is effective or not.

• Training and Development Department want to know whether the course has made the best use of the resources available.

• The Line manager will be seeking reassurance that the time hat trainee has spent in attending training results in to value and how deficiency in knowledge and skill redressed.

The problem for many organizations is not so much why training should be evaluated but how. Most of the organizations overlook evaluation because financial benefits are difficult to describe in concrete terms.

Improve business performance through training:

The business environment is constantly changing, therefore the knowledge and skills require for developments will also change. To compete with others, organization requires training strategy which, where organization business wants to be and identifies the training require getting there.

Regular evaluations of completed training help in identify skill gaps in workforce and take pro active steps to avoid the problem. Organization training strategy integrated with business planning and employee development. The process of evaluation is central to its effectiveness and helps to ensure that:

• Whether training budget is well spent

• To judge the performance of employee as individual and team.

• To establish culture of continuous learning and improvement.

What to Evaluate:

Donald Kirkpatrick developed four level models to assess training effectiveness. According to him evaluation always begins with level first and should move through other levels in


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sequence.

• Reaction Level: The purpose is to measure the individual’s reaction to the training activity. The benefit of Reaction level evaluation is to improve Training and Development activity efficiency and effectiveness.

• Learning Level: The basic purpose is to measure the learning transfer achieved by the training and development activity. Another purpose is to determine to what extent the individual increased their knowledge, skills and changed their attitudes by applying quantitative or qualitative assessment methods.

• Behavior Level: The basic purpose is to measure changes in behavior of the individual as a result of the training and development activity and how well the enhancement of knowledge, skill, attitudes has prepared than for their role.

• Result Level: The purpose is to measure the contribution of training and development to the achievement of the business/operational goals.

When to Evaluate (Process of evaluation)There are three possible opportunities to undertake an evaluation:

• Pre Training Evaluation: is a method of judging the worth of a program me before the program me activities begin. The objective of this evaluation is (a) To determine the appropriateness of the context of training activity and (b) To help in defining relevant training objectives.

• Context and Input Evaluation: is a method of judging the worth of a program me while the program me activities are happening. The objectives of this evaluation are (a) To assess a training course or workshop as it progress (b) To find out the extent of program me implementation and© To determine improvement and adjustments needed to attain the training objectives.

• Post Training Evaluation: is method of judging the worth of a program me at the end of the program me activities. The focus is on the outcome. It tries to judge whether the transfer of training to the job has taken place or not.


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OBJECTIVE, SCOPE & LIMITATION

OBJECTIVES OF EVALUATION

To what level were the training needs/ objectives achieved?

How did the learners benefit?

Skills and practices have improved but in what ways & how much has it improved?

What was their key learning from the program?

How are the participants going to use this learning?

Do the costs justify the program?

SCOPE

Cummins has nine manufacturing plant all over India.

The Scope of study is confined to the Cummins India limited, Pune.

Time Duration - 2 months.

LIMITATION

1. Time constraint of two months.

2. Limited source of Information due to lack of access to confidential data.


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3. It was not possible to go into minute intricacies as we had both time & information constraints.

RESEARCH METHODOLOGY

According to the project that was given to me, I had to evaluate the effectiveness of training

programs that has been conducted in Cummins India Limited from January 2009 to June

2009.

The means used by me to collect data for evaluating the effectiveness of training was a

Survey Questionnaire and feedback forms for supervisor/HOD. It is a technique of primary

data collection. Primary data refers to data which is collected from the source itself. That is to

say, this data collected doesn’t already exist in any journal or magazine.

A Survey Questionnaire is a research instrument that contains a series of questions designed

to gather information from the respondents. Advantages of using a Questionnaire are as

follows:

1) They are cheap.

2) They provide standardized answers which make it simple to compile data.

For measuring the effectiveness of the training program following are the methods which can

be used

One group pre-test - post-test

Two group pre-test – post-test


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Problem with forming control groups in real world setting – thus one group designs

more common

Evaluating pre-test can sensitize trainees to what they don't know.

For this project I have used the one group pre-test - post-test evaluation design for the

programs

One group pre-test/post-test Experimental Design

This pre and post training measurement was basically based on a test which is conducted before and immediately after the training program This tries to judge whether the participants have learnt grasped whatever been taught in the particular training program that is to measure

how effectively the training was conducted.


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PRE-TRAINING MEASUREMENT

TRAINING

MEASUREMENT OF CHANGE

POST-TRAINING MEASUREMENT


Then for impact evaluation which is usually conducted after three months of training I used a feedback form which is filled by the Supervisor for their respective reportees who has attended the training before Impact Evaluations look beyond the immediate results of policies, instruction, or services to identify longer-term as well as unintended program effects. It may also examine what happens when several programs operate in unison. This tries to judge whether the transfer of training to the job taken place or not. This can be done by again giving the same questionnaire after 3 to 4 months of training or by taking a

feedback from his supervisors.

Following are the advantages of taking feedback from the supervisor:

• The immediate supervisor is often a good judge of the skill level of his subordinates.

• The efficient supervisor observes accurately the level of skill and knowledge acquired by the trainee during the training programs.

• Supervisor also observes how effectively the trainees apply the acquired skill and knowledge to the present and future jobs.

For some of the training programs, internal secondary data was available, that is the marks for pre and post tests for the programs which were conducted in the month of January, February & March. Then for this project I used Internet also as a source of secondary data.

Advantages to the secondary data collection method are –

1) It saves time that would otherwise be spent collecting data,

2) Provides a larger database (usually) than what would be possible to collect on one’s own however there are disadvantages to the fact that the researcher cannot personally check the data so it's reliability may be questioned.


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INFORMATION AND ANALYSIS

TRAINING AND DEVELOPMENT is a subsystem of an organization. It ensures that randomness is reduced and learning or behavioral change takes place in structured format.

TRADITIONAL AND MODERN APPROACH OF TRAINING AND DEVLOPMENT

Traditional Approach – Most of the organizations before never used to believe in training. They were holding the traditional view that managers are born and not made. There were also some views that training is a very costly affair and not worth. Organizations used to believe more in executive pinching. But now the scenario seems to be changing.

Modern approach- of training and development is that Indian Organizations have realized the importance of corporate training. Training is now considered as more of retention tool than a cost. The training system in Indian Industry has been changed to create a smarter workforce and yield the best results

TRAINING AND DEVELOPMENT OBJECTIVES

The principal objective of training and development division is to make sure the availability


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of a skilled and willing workforce to an organization. In addition to that, there are four other objectives: Individual, Organizational, Functional, and Societal.

Individual Objectives – help employees in achieving their personal goals, which in turn, enhances the individual contribution to an organization.

Organizational Objectives – assist the organization with its primary objective by bringing individual effectiveness.

Functional Objectives – maintain the department’s contribution at a level suitable to the organizations needs.

Societal Objectives – ensure that an organization is ethically and socially responsible to the needs and challenges of the society.

What is a training design? A training design is a blueprint for a training event or experience. It is a detailed plan for what you will do, why you will be doing it, and the best ways to reach your training objectives. This document offers an eight-step model for designing an effective training event that meets the needs of participants and trainers alike. This model includes the following eight steps:

Step 1. Define purpose of the training and target audienceStep 2. Determine participants’ needsStep 3. Define training goals and objectivesStep 4. Outline training contentStep 5. Develop instructional activitiesStep 6. Prepare the written training designStep 7. Prepare participant evaluation formsStep 8. Determine follow-up activities for the event

Each of these steps can be applied to a variety of training formats, including face-to-face, online-, and interactive, satellite-based trainings.

Step 1. Define Purpose of the Training and Target Audience The first step to designing training is to become clear about what your training needs to


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accomplish. For some training your purpose and audience will be clear—determined by funders or well-established professional development needs. At other times, you may need to sort through and prioritize a spectrum of training needs before determining a training focus. Once you have a clear sense of the training’s purpose and target audience, write it down! Then use this description to promote your program to prospective participants.

Step 2. Determine Participants’ needs The specific needs of training participants will influence the development of learning objectives and guide the choice of activities and training strategies. The more you know about participants, the greater the likelihood you will design a training event that will be meaningful to them.There are several ways to find out about the needs and expectations of training participants: • Have all participants completed a brief, written survey as part of their registration packet. This will allow you to collect general information from all participants. A sample pre-training assessment form is included in Appendix A. • Survey a random sample of registrants by phone. This will allow you to collect detailed information from a few participants. • Review evaluation and feedback forms from past-related training events. You will want to collect the following participant information: • current roles and responsibilities • previous training on this topic • reasons for attendance • specific needs and expectations for the event Conduct the needs assessment early enough to use the information that you collect in designing your training!

Step 3. Define Training Goals and ObjectivesAfter assessing the needs and expectations of the participants, you are ready to define the goals and objectives for the training. Clearly defined goals and objectives provide criteria for:

• clarifying expected outcomes • outlining training content • planning specific training activities • selecting/developing materials • designing evaluation procedures • communicating program intent to the training participants and others (such as program administrators and supervisors)


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• ensuring that the training is realistic and appropriate for the purpose intended A training goal should be broad, spelling out who will be affected and what will change as a result of the training.

Step 4. Outline Training Content

Most training is divided into three key segments: an introduction, a learning component, and a wrap-up and evaluation component.

Introduction.

The introduction establishes a positive learning environment. Opening activities should stimulate interest and enthusiasm about the training, reduce anxiety among participants, and build community. It’s important to build some content into introductory activities, so that participants experience these activities as meaningful. Nonetheless, the development of group rapport can’t be rushed, so make sure to allow time for participants to become comfortable with one another

Learning component.

This is the body of the program. During this part of the program, participants engage in activities designed to accomplish the training objectives. Concepts and ideas are taught and explored, attitudes are examined, resources are shared, and teaching strategies and skills are demonstrated, practiced, and discussed. To be most effective, activities should actively involve participants in acquiring knowledge or practicing skills. Step 5 offers detailed information about designing learning activities.

Wrap-up and evaluation segment.

This segment should help bridge the gap between training and implementation and promote a positive feeling of closure. It is your opportunity to "pull it all together": highlight essential learning’s, summarize central concepts and themes, and describe next steps. Participants should also have an opportunity to ask questions, discuss concerns, and provide feedback to the trainers. Finally, it is helpful to review the group’s expectations and identify resources to help satisfy those that have not been met.


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Step 5. Develop Instructional ActivitiesDeveloping a training design consists of organizing learning activities so that outcomes identified by your objectives are achieved. Each activity should have an introduction, a main segment, and a wrap-up segment, paralleling the overall structure of the training session. During the introduction, provide a brief description of the purpose and content of the activity and develop a connection between the activity and the one that preceded it. Make sure that activities flow logically from one to the next. As you develop activities, select training strategies that are most likely to help you meet your objectives. For example, skill development is best achieved through modeling, practice, and feedback, while information acquisition can be achieved through group discussion or collaborative group work. Keep in mind that people learn in a variety of ways: some learn best by listening, others by reading, and most by doing. An effective training design incorporates a variety of training strategies, taking into account: • participant learning style • principles of adult learning

• group size • prior experience and/or education level of participants • type of skill or information to be presented • trainer’s style Some strategies that promote active learning include brainstorming, games, mini-lectures, small group work, cooperative group work, simulations, role-playing, and case studies.

Step 6. Prepare the Written Training DesignCreate a written document that provides a detailed plan of the training session, including your goals and objectives; the sequence of specific learning activities and time allotted to each; directions and key points to cover during each activity; and the trainer who will be responsible for the activity. Consider the skill, expertise, training style, and comfort level of each of your trainers in making this designation. Also consider identifying specific trainers who will take the lead in "fleshing out" different sections of the training and creating the necessary supporting materials. Use your written training design to stay on track during the training event, make mid-course corrections, and document training details.


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Step 7. Prepare Participant Evaluation FormsThe purpose of the evaluation is to determine the extent to which the training achieved its objectives and to identify what adjustments, if any, need to be made to the training design or follow-up process. Some issues to address through the evaluation form: • Did the participants acquire the knowledge and skills that the training was supposed to provide? • Were the trainers knowledgeable about training content? • Were the activities interesting and effective? • Was the training format appropriate? • Is more training on this or related topics needed to support participants in their work?

Step 8. Determine Follow-up Activities for the EventWithout follow-up, the benefits of training may quickly be forgotten or never used. Follow-up activities provide the continued support and feedback necessary for the successful implementation of new ideas and practices. To be effective, follow-up activities should be planned as you develop your training design, and should include a range of opportunities for participants to reflect on both the content of what they learned during the training and the process of implementation.

WHAT IS EVALUATION?

Purposeful, systematic, and careful collection and analysis of information used for the purpose of documenting the effectiveness and impact of programs, establishing accountability, and identifying areas needing change and improvement

Rossi and Freeman (1993) define evaluation as "the systematic application of social research procedures for assessing the conceptualization, design, implementation, and utility of ... programs."

The evaluation of training forms the remaining part of the training cycle which starts with the identification of training needs, establishing objectives and continues through to the design and delivery of the training course itself.

Essential Ingredients for a Successful Evaluation There are three essential ingredients in a successful evaluation .They are:


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• Support throughout the evaluation process .Support items is human resources time, finance, equipment and availability of data source, records etc.

• Existence of open communication channels among top management, participants and those involved in providing data etc.

• Existence of sound management process

“RESPONSIBILITY” FOR THE EVALUATION OF TRAINING

The following stakeholders have their role in evaluation of training

• Senior management • The trainers • Line management • The training manager • The trainee

SENIOR MANAGEMENT TRAINING EVALUATION RESPONSIBILITIES

• Awareness of the need and value of training to the organization • The necessity in involving the training manager in senior management meetings • Knowledge of and support of training plans • Active participation in events results and • Requirement for the evaluation to be performed and regular summary report • Policy and strategic decisions based on ROI data

TRAINER TRAINING EVALUATION RESPONSIBILITIES

• Provision of any necessary pre program work etc and program planning. • THE Identification at the start of the program of the knowledge and skills level of the

trainees /learners • Provision of training and learning resources to enable the learners to learners to learn

within the objectives • Monitoring the learning as the program progresses.


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• At the end of the program assessment of and receipt of reports from the learners of the learning levels achieved.

THE LINE MANAGER TRAINING EVALUATION RESPONSIBILITIES

• Work needs and people identification for training based on TNA • Involvement in training program and evaluation development • Support of pre event preparation and holding briefing meetings • Giving ongoing and practical support to the training program • Reviewing the progress of learning implementation • Final review of implementation success and assessment, where possible of the ROI

THE TRAINING MANAGER TRAINING EVALUATION RESPONSIBILITIES

• Management of the training department and agreeing the training needs and the program application.

• Maintenance of interest and support in the planning and implementation of the programs including a practical involvement where required

• The introduction and maintenance of the evaluation systems production of regular reports for senior management

• Frequent relevant contact with senior management • Liaison with the line managers where necessary in the assessment of the training ROI

THE TRAINEE OR LEARNER TRAINING EVALUATION RESPONSIBILITIES

• Involvement in the planning and design of the training programs where possible


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• Involvement in the planning and design of the evaluation process where possible • To take interest and an active part in the training program activity. • To complete a personal action plan during and at the end of the work training for • implementation on return to work and to put to this into practice with support from

the line managers


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Types of evaluation

• Training validity – measure of learning from training programme

• Transfer validity – measure of on-the-job behaviour/skills

• Intraorganizational validity – will training work for other individuals/departments?

• Interorganizational validity – will training work in another organization?

EVALUATION TECHNIQUES

The KIRKPATRICK FOUR LEVEL APPROACH

This is the most well known framework for classifying areas of evaluation, developed by Kirkpatrick, contains four levels of evaluation

LEVEL QUESTIONS

1. Reaction Were the participants pleased with the Program?

2.Learning What did the participants learn in the Program?

3.Behaviour Did the participants change the behavior based on what was learned?

4.Results Did the change behavior positively affect the organization?

REACTION


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Reaction is defined here as what the participants thought of the program including materials, instructors, facilities, methodology, content etc. Participant reaction is sometimes a critical factor in redesigning or continuing training programs.

LEARNING

Learning evaluation is concerned with measuring the extent to which principles, facts, techniques and skills have been acquired. There are many different measures of learning, including paper and pencil tests, skill practices, and job simulations.

BEHAVIOUR

Behavioral change is measured to determine the extent to which skills and knowledge learned in the program have translated into improved behavior on the job.

RESULTS

Evaluation of results involves monitoring organizational improvements such as cost savings, work output changes, and quality changes.

KAUFMAN’S FIVE LEVEL OF EVALUATION OF TRAINING IMPACT

Some researchers, recognizing some shortcomings of Kirkpatrick’s four level approach, have

attempted to modify and add to this basic framework. This moves evaluation beyond the organization, and examines the extent to which the performance improvement program has enhanced society and the environment surrounding the organization.

LEVEL EVALUATION FOCUS

Societal outcomes Societal and client responsiveness, consequences and payoffs.


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Organizational Output Organizational contributions and payoffs.

Application Individual and small group (products) utilization within the organization.

Acquisition Individual and small group mastery and competency.

Reaction Methods, Means, and process acceptability and efficiency.

Enabling Availability and quality of human, financial, and physical resources input.

THE CIRO APPROACH TO EVALUATE TRAINING IMPACT

Another four level approach, originally developed by Warr, Bird, and Racham, is a rather unique way to classify evaluation processes. As with other approaches, four general categories of evaluation are described, which form the letter CIRO.

Context Evaluation Input Evaluation Reaction Evaluation Outcome Evaluation

CONTEXT EVALUATION

Context Evaluation involves collecting information about a performance deficiency, assessing the information to establish training needs, on the basis of those findings, setting objectives at three levels.


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INPUT EVALUATION

Input Evaluation involves obtaining and using information about possible training resource to choose between alternative inputs to training. This type of evaluation involves analyzing the resources available (both internal and external) and determining how they can be deployed so that there I a maximum chance of achieving the desired objectives. Factors such as budget and management requirements may limit the options available. Thus, input evaluation refers to the process of collecting evidence and using it to decide on the training methods.

REACTION EVALUATION

Reaction Evaluation involves obtaining and using information about participant’s reactions to improve the HRD process. The distinguishing feature of this type of evaluation is that it relies on the subject input of the participants. Their views can prove extremely helpful when collected and used in a systematic and objective manner.

OUTCOME EVALUATION

Outcome evaluation involves obtaining and using information about the results or outcomes of Training, and is usually regarded as the most important part of evaluation. If outcome evaluation is to be successful, it requires careful preparation before the program begins. There are four stages that form outcome evaluation.

1. Defining trend objectives.2. Selecting or constructing some measures of those objectives3. Making the measurement at the measurement time4. Assessing the results and using them to improve later programs.

THE PHILIP’S FIVE LEVEL ROI FRAMEWORK TO EVALUATE TRAINING IMPACT

The ROI process adds a fifth level to the four levels of evaluation developed by Kirkpatrick.

LEVEL BRIEF DESCRIPTION


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Reaction and planned action Measures participants reaction to the program and outlines specific plans for implementation

Learning Measures skills, knowledge, or attitude changes.

Job Applications Measures change in behavior on the job and specific application of the training materials

Business Results Measures business impact of the program

Return On Investment Measures the monetary value of the results and costs for the program, usually expressed as a percentage

REACTION AND PLANNED ACTION

Program participant’s satisfaction is measured, along with a listing of how they plan to apply what they have learned. Almost all organizations evaluate at level 1, usually with a generic end of program questionnaire. While this level of evaluation is important as a participant satisfaction measure, a favorable reaction does not ensure that participants have learned new skills or knowledge.

LEARNING

Measurements focus on what participants learned during the program using tests, skill practices, role-plays, simulations, group evaluations, and other assessment tools. However a positive measure at this level is no guarantee that the material will be used on the job. The literature is laced with studies that show the failure of learning to be transferred to the job.

JOB APPLICATION

A variety of follow up methods are used to determine if participants apply what they learned on the job. While level 3 evaluations such as frequency and use of skills are important to


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gauge the success of the program’s application, it still does not guarantee that there will be a positive impact in the organization.

BUSINESS RESULTS

The measurement focuses on the actual results program participants achieve as they successfully apply the program material. Typical level 4 measures include output, costs, time, and customer satisfaction.

RETURN ON INVESTMENT

The measurement goes further, comparing the monetary benefits from the program with its costs. Although the ROI can be expressed in several ways, it is usually presented as a percent or cost/benefit ratio. The evaluation cycle is not complete until the level 5 evaluation is conducted.

An overview of the steps of a "typical" evaluation follows.


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GET AN OVERVIEW OF THE PROGRAM

IDENTIFY STAKEHOLDER AND THIER NEEDS

DETERMINE WHY YOU ARE EVALUATING

FIGURE OUT WHAT INFORMATION YOU NEED TO KNOW TO ANSWER QUESTIONS

DESIGN THE EVALUATION


Program evaluation involves the holistic examination of a program including its environment, client needs, procedures, and outcomes using systematic data collection and analysis procedures. Most evaluations also include recommendations for improving the program and strategies for ongoing evaluation and improvement.

All program evaluations involve a process of planning, gathering data, and reporting results consisting of the following nine steps:

Planning

STEP 1 Get an Overview of the Program

Descriptions convey the mission and objectives of the instructional program and include information about its purpose, expected effects, available resources, the program’s stage of development, and instructional context.

Descriptions set the frame of reference for all subsequent planning decisions in an evaluation.

STEP 2 Identify stakeholders and their needs

Stakeholders are the individuals and organizations involved in program operations, those served or affected by the program, and the intended users of the assessment or evaluation. Stakeholder needs generally reflect the central questions the


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COLLECT INFORMATION AND DATA

REPORT RESULTS

MAKE CONCLUSION AND RECCOMENDATIONS

ANALYZE INFORMATION

http://www.utexas.edu/academic/diia/assessment/iar/glossary.php#stakeholders

http://www.utexas.edu/academic/diia/assessment/iar/glossary.php#instructional_context

http://www.utexas.edu/academic/diia/assessment/iar/glossary.php#resources

http://www.utexas.edu/academic/diia/assessment/iar/glossary.php#expected_effects


stakeholders have about the instructional activity, innovation, or program.

Determining stakeholder needs helps to focus the evaluation process so that the results are of the greatest utility.

STEP 3 Determine why you are evaluating that is evaluation purpose

Identifying a clear purpose helps determine how to conduct the evaluation.

Three general purposes for instructional evaluations are to gain insight, change practices, and/or measure effects.

o Gain Insight - to clarify how instructional activities should be designed to bring about expected changes.

o Change Practice - to improve the quality, effectiveness, or efficiency of instructional activities.

o Measure Effects – to examine the relationship between instructional activities and observed consequences

STEP 4 Figure out what information you need to know to answer questions

Intended uses are the specific ways evaluation results will be applied. They are the underlying goals of the evaluation, and are linked to the central questions of the study that identify the specific aspects of the instructional program to be examined.

The purpose, uses, and central questions of an evaluation are all closely related.

STEP 5 Design evaluation The evaluation plan outlines how to implement the evaluation including: identification of the sponsor and resources available for implementing the plan, what information is to be gathered, the research method(s) to be used, a description of the roles and responsibilities of sponsors and evaluators, and a timeline for accomplishing tasks.

Gathering Data


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http://www.utexas.edu/academic/diia/assessment/iar/glossary.php#evaluator_responsibilities

http://www.utexas.edu/academic/diia/assessment/iar/glossary.php#sponsor_responsibilities

http://www.utexas.edu/academic/diia/assessment/iar/glossary.php#sponsor


STEP 6 Collect Information and data

Data gathering focuses on collecting information that conveys a holistic picture of the instructional program and can be seen as credible by stakeholders.

Data gathering includes consideration about what indicators, data sources and methods to use, the quality and quantity of the information, human subject protections, and the context in which the data gathering occurs.

Reporting Results

STEP 7 Analyze dataData analysis involves identifying patterns in the data, either by isolating important findings (analysis) or by combining sources of information to reach a larger understanding (synthesis), and making decisions about how to organize, classify, interrelate, compare, and display information. These decisions are guided by the questions being asked, the types of data available, and by input from stakeholders.

STEP 8 Make conclusions and recommendations

Conclusions are linked to the evidence gathered and judged against agreed-upon standards set by stakeholders. Recommendations are actions for consideration that are based on conclusions but go beyond simple judgments about efficacy or interpretation of the evidence gathered.


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http://www.utexas.edu/academic/diia/assessment/iar/glossary.php#interpretation

http://www.utexas.edu/academic/diia/assessment/iar/glossary.php#judgments

http://www.utexas.edu/academic/diia/assessment/iar/glossary.php#recommendations


http://www.utexas.edu/academic/diia/assessment/iar/glossary.php#standards

http://www.utexas.edu/academic/diia/assessment/iar/glossary.php#conclusion


http://www.utexas.edu/academic/diia/assessment/iar/glossary.php#context_sensitivity

http://www.utexas.edu/academic/diia/assessment/iar/glossary.php#human_subject

http://www.utexas.edu/academic/diia/assessment/iar/glossary.php#data_quantity

http://www.utexas.edu/academic/diia/assessment/iar/glossary.php#data_quality

http://www.utexas.edu/academic/diia/assessment/iar/glossary.php#data_sources

http://www.utexas.edu/academic/diia/assessment/iar/glossary.php#indicators


STEP 9 Report results Factors to consider when reporting results, or dissemination, include tailoring report content for a specific audience, explaining the focus of the study and its limitations, and listing both the strengths and weaknesses of the study. It may also include the reporting of active follow-up and interim findings. Reporting interim findings is sometimes useful to instructors or staff in making immediate instructional adjustments.

DATA INTERPRETATION

Cummins India Ltd has conducted the following training programs from the month of January to June 2009.

S.NO Program Category Evaluation Requirement METHODS

1Creating Excellence Soft Skill R

Questionnaires/ learners feedback, supervisors feedback

2Personal effectiveness

Soft SkillNR


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3 Mentoring Developmental R Questionnaires

4

Engine Fundamentals - Engine Tear Down (Assembly - Disassembly) Technical R Questionnaire/test

5

Diversity - Mod- 12 (Invisible Privileges - Special Treatment for whom?)

Cummins policy training NR

6CONCUR Training Systems NR

7Industrial Hydraulics Technical R

Questionnaires/test, supervisor feedback

8

Through the Lens of Customer (TLC)

Cummins policy training NR

9Advanced Excel Technical R

Questionnaires/test, supervisor feedback, learning feedback

10

Cummins Leadership Development System - I & II

Corporate-Leadership NR

As participants conduct On Track reviews hence not required.

11Kaizen Awareness

Process improvement NR

12Product Familiarization Technical R

13 GIEA Systems NR


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Overview

14Six Sigma Week-1 (L-34)


15Induction Program NA NR

16 First Aid SHE R test/supervisors feedback

17

Art of Living Follow-up Session Developmental NR

18

Awareness Training on Metal Cutting Process Technical NR

19Ergonomics in Action SHE NR

20SQIE Boot Camp Operation NR

21

Diabetes Awareness Program SHE NR

22

Safety Monitors Role & Responsibility SHE NR

23

Technical Training - Session I Technical R

Questionnaires, supervisor feedback, learning feedback

24Yashachi Gurukilli Soft Skill NR

25VPI Awareness Training


26

Young Leadership Development Program Leadership R Questionnaires/case study


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27

Technical Training - Drilling & Tapping Technical R


28Feedback Session

Corporate-Leadership NR

29

AOL - Reconnect session Developmental NR

30

Safety Awareness ( for ITI apprentices) SHE NR

31

Technical Training in Deburring Technical R


32

Technical Training in Milling Technical R


33

Measurement System Analysis (MSA) Technical R


34Basic Engine Fundamental Technical R


35Fuel System Overview Technical R

36Negotiation Skills Soft Skill NR

37Basic Metrology Technical R


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38Communication Skills Soft Skill R

Questionnaires, supervisor feedback, learning feedback,360 degree feedback

39Safety in Fork Lift Driving SHE R

Driving test/supervisors feedback

40 HIRA & JSA SHE R test/supervisors feedback

41 DFSS Week 1 Quality NR

42Advanced Indi set Training Technical NR

43

Electronic Theory & Trouble Shooting Technical R


44QSI Training program Quality NR

45

Fundamentals of Diesel Engines - YMDP Technical R


46 CPS (Marathi) Soft Skill NR

47

Training on MC900 Bolt Gage Technical R


48

LMS Virtual Lab Acoustics and Correlation training Technical R


49Fire Fighting & Fire Preventive SHE R test/supervisors feedback


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50Ariba User Level Training Systems R

Questionnaire/test, learning feedback, supervisors feedback

51GIEA 11i User Level Training Systems R

Questionnaire/test, learning feedback, supervisors feedback

52

Positive Attitude Training Soft Skill R

Questionnaires, supervisor feedback, learning feedback,360 degree feedback

53

Cummins Project Management


54

Mfg Process - Module 2 - Grinding Technical R


55Paint & Painting Soft Skill NR

56

Safety in Stacker, Tugger, Pallet Truck Operation Technical R

Questionnaires, supervisors feedback

57

Mfg Process - Module 2 - Milling Technical R


58 APEX Connect Soft Skill NR

59Brain Storming Session SHE NR


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60

Statistical Process Control (SPC) Soft Skill NR

From the above sixty training programs which has been conducted in Cummins from the month of January to June 2009, thirty training programs require no evaluation because they are policy training program, soft skill programs, so they doesn’t require any evaluation, and there are thirty training programs which require evaluation. So from the thirty program which require Evaluation I was delegated the following five training program for evaluation.

Advance Excel Safety In Forklift Driving Industrial Hydraulics Paint Technology Safety In Stacker, tugger, and pallet

ADVANCE EXCEL

Advance excel is a technical training program. For the effectiveness measure of this program, Questionnaire as well as feedback of Supervisor/HOD has been used. Pre and post test was conducted for all the participants who attended the training program. There were total eighty three trainees for advance excel program from the month of January to June 2009. The same Questionnaire was used for the pre and post test to measure the effectiveness of training on the basis of marks gained by the participants. This type of pre and post test was conducted to measure the immediate effect of the training program on the participants. This test checks the learning level of the program that what did the participants learn in the entire course of the program.

PRE TEST MARKS FOR ADVANCE EXCEL

Count of Employee Name

test marks in percentage


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10 to 20 21 t0 30 31 to40 41 to 50Grand Total

Row Labels

January 3 5 3 2 13

February 5 3 2 1 11

March 1 4 4 3 12

April 1 1 2

May 4 4 4 5 17

June 6 8 7 7 28

Grand Total 19 25 20 19 83

GRAPHICAL REPRESENTATION


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INTERPRETATION

In the month of January 5 people secured percentage between 21 to 30, 2 people secured percentage between 41 to 50, in month of February 5 people secured percentage between 10 to 20, in month of March 4 people secured percentage between 21 to 30, 31 to 40, in month of May 4 people secured percentage between 10 to 20, 21 to 30, 31 to 40, in month of June 6 people secured percentage between 21 to 30. So before the training that is pre training none of the participants were able to secure percentage above 50.

POST TEST MARKS FOR ADVANCE EXCEL


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The same Questionnaire which was given before the training was given after the training, also to measure the effectiveness of training that how much did the participants have learn during the training, and the percentage gained by the participants after the training are represented in the table as follows.

Marks in percentage

Month 50 to 60 61 to70 71 to 80 81to 90 91 to 100Grand Total

January 5 6 2 13

February 1 3 3 3 1 11

March 3 1 4 3 1 12

April 2 2

May 1 4 4 5 3 17

June 6 8 9 2 3 28

Grand Total 11 21 28 13 10 83



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INTERPRETATION

In the month of January 2 participants has got percentage between 91 to 100, and 6 trainees has got percentage in range of 71 to 80. In February 1 trainee has got percentage in range of 91 to 100. In month of March 4 trainees got percentage in range of 71 to 80. In May 5 trainees got percentage in range of 81 to 90 and 3 trainees got percentage in range of 91 to 100. In June 9 trainees got percentage in range of 71 to 80. The trainee who has got percentage below 60 in the month of February, March, May and June they should be called for another training program of advance excel to understand the program to the core of it.

FEEDBACK OF SUPERVISOR AFTER THREE MONTHS


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This is to measure the third and fourth level of evaluation according to Kirkpatrick’s four level approaches of evaluation. The third level is the behavior level that did the participants change the behavior based on what was learn that is the implementation status of the participant after three months of training that whatever has he learn in the training is he able to retain it and transfer it to his job or not. The fourth level is the result level that did the change in the behavior positively affects the organization or not, this is to measure the benefit of the training to the organization. So for measuring the behavior and results of the trainees after three months of training the feedback from their respective Supervisor/HOD has been taken. Following is the data representation of remarks given by the Supervisor for their respective reportees.

Row Labels EXCELLENT GOOD SATISFACTORY

VERY GOOD TOTAL

January 3 5 2 3 13

February 2 3 3 3 11

March 2 2 3 5 12

GRAND TOTAL 7 10 8 11 36



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INTERPRETATION

For the month of January, from 13 trainees only 2 got satisfactory feedback from their Supervisor.

For the month of Feb, from 11 trainees 3 got satisfactory feedback from their supervisor.

For the month of March, from 12 trainees 3 got satisfactory feedback from their supervisor. That is from 36 trainees 28 trainees got good remarks from Supervisor so the training was much effective and only 8 trainees got satisfactory remark from their Supervisor so they should need more training for Advance excel.


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PAINT TECHNOLOGY

Paint technology is also a technical training program. For the effectiveness measure of this program, Questionnaire has been used. For the effectiveness measure of this program pre and post test was conducted for all the participants who attended the training program. There were total twenty trainees for paint technology program for the month of June 2009. The same Questionnaire was used for the pre and post test to measure the effectiveness of training on the basis of marks gained by the participants. This type of pre and post test was conducted to measure the immediate effect of the training program on the participants. This test checks the learning level of the program that what did the participants learn in the entire course of the program.

PRE TEST MARKS FOR PAINT TECHNOLOGY

MonthMarks in

Percentages

1 TO 10 11 TO 20 21 TO 30 31 TO 40Grand Total

June 6 7 4 3 20

Grand Total 6 7 4 3 20


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INTERPRETATION

In the month of June 6 people secured percentage between 1 to 10, 7 people secured percentage between 11 to 20, 4 people secured percentage between 21 to 30, 3 people secured percentage between 31 to 40 So before the training that is pre training none of the participants were able to secure percentage above 40.


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POST TEST MARKS FOR PAINT TECHNOLOGY

The same Questionnaire which was given before the training was given after the training, also, to measure the effectiveness of training that how much did the participants have learn during the training, and the percentage gained by the participants after the training are represented in the table as follows.

MonthMarks in Percentages

40 - 50 51 - 60 61 - 70 71 - 80Grand Total

June 4 5 5 6 20



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INTERPRETATION

In the month of June 4 participants has got percentage between 40 to 50 , 5 trainees got percentage between 51 to 60, 5 trainees got percentage between 61 to 70 and 6 trainees got percentage between 71 to 80. The trainee who has got percentage below 50 in the month of June they should be called for another training program of paint technology to understand the program to the core of it.


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INDUSTRIAL HYDRAULICS

Industrial Hydraulics is also a Technical training program. This is to measure the third and fourth level of evaluation according to Kirkpatrick’s four level approaches of evaluation. The third level is the behavior level that did the participants change the behavior based on what was learn that is the implementation status of the participant after three months of training that whatever has he learn in the training is he able to retain it and transfer it to his job or not. The fourth level is the result level that did the change in the behavior positively affects the organization or not, this is to measure the benefit of the training to the organization. So for measuring the behavior and results of the trainees after three months of training the feedback from their respective Supervisor/HOD has been taken. Following is the data representation of remarks given by the Supervisor for their respective reportees.

FEEDBACK OF SUPERVISOR AFTER THREE MONTHS

Count of Employee Name Column Labels

Row Labels Excellent Good SatisfactoryVery Good

Grand Total

January 2 8 2 7 19

February 2 14 4 5 25

March 12 2 4 18




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INTERPRETATION

For the month of January, from 19 trainees only 2 got satisfactory feedback from their Supervisor, while 7 trainees got very good and 2 trainees got Excellent feedback from their Supervisor.

For the month of February, from 25 trainees 4 trainees got satisfactory feedback from their supervisor and 14 trainees got good remark from the Supervisor.

For the month of March, from 18 trainees 2 got satisfactory feedback from their supervisor, and 12 trainees got Good remark from the Supervisor.

This means the training was quite effective, as most of the trainees were able to retain the learning what they have gained in the Industrial Hydraulics training program which was held before three months, and these trainees are transferring their learning effectively to work place as per their Supervisor.


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SAFETY IN FORKLIFT DRIVING

Safety in forklift driving is a SHE that is safety, health and environment training program. For evaluation of this training program a driving test was taken of 127 trainees after the training program of Safety in Forklift driving. Following is the data representation of the marks gained by the trainees.

POST TEST MARKS FOR SAFETY IN FORKLIFT DRIVING

MonthMarks in Percentage

Below 70 71 to 80 81 - 90 91 - 100 Grand Total

June 3 12 18 94 127

Grand Total 3 12 18 94 127


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INTERPRETATIONFor safety in forklift driving test 33 participants has got marks below 90, so these people should not be given license and they should be called to attend another training program of safety in forklift driving. And from the graph it is very clear that 94 participants have got marks between 91 to 100, which mean the training was quite effective.


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SAFETY IN STACKER,TUGGER AND PALLET

Safety in stacker, tugger and pallet is a type of technical training program. For the effectiveness measure of this program, Questionnaire has been used. For the effectiveness measure of this program pre and post test was conducted for all the participants who attended the training program. There were total seventy eight trainees for safety in stacker, tugger and pallet training program for the month of June 2009. The same Questionnaire was used for the pre and post test to measure the effectiveness of training on the basis of marks gained by the participants. This type of pre and post test was conducted to measure the immediate effect of the training program on the participants. This test checks the learning level of the program that what did the participants learn in the entire course of the program.

PRE-TEST MARKS FOR SAFETY IN STACKER, TUGGER AND PALLET

MonthMarks in percentage

10 to 20 21 to 30 31 to 40 41 to 50 51 to 60 Grand total

June 19 33 18 5 3 78

Grand Total 19 33 18 5 3 78



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INTERPRETATION

In the month of June 18 people secured percentage in range of 10 to 20, 33 people secured percentage between 21 to 30, 16 people secured percentage in range 31 to 40, 5 people secured percentage in the range of 41 to 50, and 3 people secured percentage in range of 51 to 60. So before the training that is pre training none of the participants were able to secure percentage above 60 which mean none of them were fully acquainted with safety in stacker, tugger and pallet.


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POST-TEST MARKS FOR SAFETY IN STACKER, TUGGER AND PALLET

MonthMarks in percentage

50 - 60 61 - 70 71 - 80 81 - 90 91 - 100Grand total

June 3 5 19 33 18 78

Grand Total 3 5 19 33 18 78



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INTERPRETATION

Here 33 trainees has got marks between 81to 90, and only 18 trainee has got marks between 91 to 100, this means the training was effective, 3 people who has got marks between 50 to 60 so they are required to attend another program of safety in stacker, tugger and pallet.


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CONCLUSION From the research it has been found that evaluation is very important for every program. Evaluation helps us to determine the effects of the program on recipients as well as on the Organization. Evaluation of training program helps the organization to know that how far the training has reached its objectives. After evaluation the program flaws can be easily determined, and these flaws can be resolved and the training program can be improved accordingly. It has also been found that the nine step process of evaluating training program works if it is followed in a sequential as well as synchronized manner. A credible evaluation can be done with some careful planning and some basic math and statistical skills. A program if evaluated effectively helps in cost reduction of the company. It has also been found that in Cummins the evaluation of training programs is done in a well synchronized manner and is monitored simultaneously.

RECOMMENDATIONS


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Data collection activities should be carefully monitored to ensure consistency in the process of Evaluation. Nothing is more damaging to an evaluation effort than information collection instruments that have been incorrectly or inconsistently administered, or that are incomplete.

There are various suggestions that can be undertaken as part of the monitoring process.

Establish a routine and timeframe for submitting completed instruments.

This may be included in the data collection manual. It is a good idea to have instruments submitted to the appropriate member of the evaluation team immediately after completion. That person can then review the instruments and make sure that they are being completed correctly. This will allow problems to be identified and resolved immediately. Some members of the staff responsible for data collection should be retrain or have a group meeting to re-emphasize a particular procedure or activity.

Conduct random observations of the data collection process.

A member of the evaluation team may be assigned the responsibility of observing the data collection process at various times during the evaluation. This person, for example, may sit in on an interview session to make sure that all of the procedures are being correctly conducted.

Conduct random checks of respondents.

As an additional quality control measure, someone on the evaluation team may be assigned the responsibility of checking with a sample of respondents on a routine basis to determine whether the instruments were administered in the expected manner. This individual may ask respondents if they were given the informed consent form to sign and if it was explained to

them, where they were interviewed, whether their questions about the interview were answered, and whether they felt the attitude or demeanor of the interviewer was appropriate.


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Keep completed interview forms in a secure place.

This will ensure that instruments are not lost and that confidentiality is maintained. Completed data collection instruments should not be left lying around, and access to this information should be limited. Number-coding the forms should be considered rather than using names, though keeping a secured data base that connects the names to numbers.

Encourage staff to view the evaluation as an important part of the program.

If program staffs are given the responsibility for data collection, they will need support for this activity. Their first priority usually is providing services or training to participants and collecting evaluation information may not be valued. Staff should lay emphasis on the fact that the evaluation is part of the program and that evaluation information can help them improve their services or training to participants.

Once evaluation information is collected, one begin to analyze it. To maximize the benefits of the evaluation to organization, program staff, and program participants, this process should take place on an ongoing basis or at specified intervals during the evaluation.

For certain programs like Advance excel where pre & post test is a good method of measuring effectiveness, for those programs these test should be made mandatory.

An “online system should be developed.”

For the evaluation process so that the trainee as well as their supervisors can directly escalate to this online system for any kind of tests or feedback needed for evaluation. This will be an much easier & convenient way both for the evaluation team & the trainee for their as well as the program evaluation.


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BIBLIOGRAPHY

BOOKS:

NAME: Making Training Work

AUTHOR: Berton H. Gunter

PUBLICATION: Ben Johnston Publication

NAME: Evaluating The Measurement Process

AUTHOR: Donald J.Wheeler, Richard W. Lyday

NAME: Training For Development

AUTHOR: R.K Sahu

PUBLICATION: Excel Book Publication

WEBSITES:

www.cumminsindia.com

www.wikipedia.com

www.citehr.com

www.google.com

ANNEXURE:

PAINT TECHNOLOGY USER LEVEL TRAINING


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http://www.citehr.com/

http://www.wikipedia.com/

http://www.cumminsindia.com/


Question Paper

Time-1 Hour

Maximum Marks-30

INSTRUCTIONS-

1. All questions are compulsory. Each question carries two marks.2. Questions are having multiple choices and the answer should be marked on the answer

sheet only.

……………………………………………………………………………………………………………………………………………………………

1. To remove old paint from thick M.S Plate, the best method isa) Water Blastingb) Emery Sheetc) Solvent Cleaningd) Flame Cleaning

2. To extinguish fire on paint, usea) Waterb) Gunny bag c) Sandd) None of above

3. Scrapping knife is used toa) To remove putty on the metal surfaceb) To cut stencilc) To scrap old paint on soft metalsd) To scrap old paint on hard metal surface

4. Corrosion resistance of a material depends ona) Composition of corrosiveb) Processing method atmospherec) The design of componentsd) Carbon content


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5. Phosphating is donea) Before paintingb) After paintingc) Before doing blasting

6. Cold Phosphating is donea) Below room temperatureb) Above room temperaturec) In very cold temperatured) At 10 degree

7. G P thinner is added to paint toa) Modify the application consistency of paintb) Reduce brightness of paintc) Improve adhesiveness of paintd) Improve color

8. As soon as metal surface preparation is donea) Primer must be applied immediatelyb) Primer to be applied within 4 hoursc) There is no need to paint immediatelyd) None of the above

9. The system of paint is classified is based ona) Resinb) Pigmentc) Thinnerd) Plasticizer

10. Acid cleaning is mainly used toa) Remove rustb) Remove grease oilc) To create surface roughnessd) To enable proper paint adhesion

10. Elcometer is used to measure


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a) Dry film thickness of paintb) Wet film thickness of paintc) Viscosity of paintd) Corrosion of paint

11. Dry film thickness of paint is measured ina) Micronsb) mmc) cmd) Inches

12. Pin holes defect is commonly associated witha) Spray paintingb) Roller paintingc) Brush paintingd) Putty application

13. Paint will stick better ina) Rough surfaceb) Roller paintingc) Brush paintingd) Putty application

14. Curing of paint is known asa) Rectifying the paint defectsb) Drying of paintc) Resin makingd) Varnish cooking

NAME……………………………………..

EMP. CODE…………………………….

DATE……………………………………….

SCORE……………..


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ADVANCE EXCEL TEST1) Vlookup Function belongs to which of the following category?

a) Logical b) Lookup & Reference c) Engineeringd) Statistical

2) Which of the following function can be used to count total no. of cells with multiple conditions?

a) Count b) Countifc) Countad) Dcount

3) Formula begins with ………………….. sign.a) = b) -c) +d) *

4) In graph Y-axis is called as…………………axis.a) Primary axis b) Secondary axisc) Third axisd) None

5) Data can be sort from left to right.


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a) True b) False

6) Which of the following can be used to filter the data with multiple conditions for one field

a) Auto filter b) Advance filterc) Bothd) None

7) Which of the following task can be performed through grouping of work sheet?

a) Formulas, Formatting, and Editing b) Formulas, Formatting, and Pivot tablec) Formulas, Formatting, and Graphd) Formulas, Formatting, and Macro

8) ……………………..belongs to logical category.a) Sum b) IFc) Countd) Dcount

9) Which shortcut keys are used to convert the basic function to an Array function?

a) Ctrl+Alt+Shift b) Ctrl+Alt+Enter


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c) Ctrl+Shift+Enterd) None

10) Which feature can we use to calculate Grand of Monthly Sales from database?

a) Sorting b) Subtotalc) Validationd) None

11) Which function can be used to insert current system dataa) Date b) Timec) Todayd) Day

12) ………………………function is used to find out the smallest value from given range.

a) Fact b) Smallc) Maxd) Min

13) 3D cell reference can be used to calculate total of cells from different sheets?a) True b) False

14) Target cell is Solver or Goal seek can be more than a single cell.


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a) True b) False

15) Which short cut keys are used to Auto sum the data?a) Alt + b) Alt -c) Alt =d) Ctrl=

16) Goal seek provide answer report.a) True b) False

17) Which of the following feature can be used to create an annual report from data?

a) Solver b) Validationc) Goal seekd) Consolidation

18) Which combination is correct if the short cut key for Macro is capital A?a) Ctrl+ a b) Ctrl+Shift+ac) Shift + ad) Alt +a


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19) Which function can be used to calculate total no. of cells which contains alpha numeric data?

a) Count b) Countac) CountBlankd) Countif

20) Macro stores the regarding of action in………………………….Module.a) Visual Basic b) “C”c) C++d) Oracle

NAME…………………………………….. SCORE……………..

EMP. CODE…………………………….

DATE……………………………………….

FEEDBACK FORM FOR SUPERVISORS/HOD

After Three Months to be filled by Supervisor/ HODImplementation Status Benefits


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Poor Satisfactory Good Very Good Excellent

Signature of Supervisor/HOD

Name _______________________

Date ________________________


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Project Content(2003)

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